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Moral Development • To act morally, children must have – An understanding of “right” and “wrong” – A conscience • Concern about acting in a moral manner and feeling guilt when one does not Early Moral Judgment/Reasoning: Piaget’s Theory • Observed children playing games (issues related to rules, fairness) • Also used clinical interviews to assess children’s thinking about moral issues • Proposed two stages in children’s moral development (transitional period in between) • Stage of Morality of Constraint: – Children younger than 7 or 8 years old are typically in this stage of moral reasoning – Rules or laws made by authority figures (adults) are “sacred” • Rules/laws are always fair • Doing the “right” thing means following the rules/laws – Actions are judged by their consequences, not by the individual’s intentions/motives • Ex: Child who broke more dishes is naughtier, even though it was accidental Later Research (post-Piaget): • In some cases, young children (3-yearolds) can take into account a person’s intentions in judging an act as “right” or “wrong” – Piaget underestimated young children’s ability to judge an action based on the individual’s intentions (rather than the consequences) • Young children don’t treat all rules the same way – Moral judgments: Involve issues of right and wrong, fairness, and justice • Exs: stealing from another person; physically hurting another person – Social-conventional judgments: Involve customs or regulations intended to ensure social organization (e.g., forms of greeting, table manners) • Exs: addressing an authority figure as “Sir”; saying “please” and “thank you” • By age 3, children generally believe that moral violations are more wrong than social-conventional violations – Ex: hitting another child or stealing another child’s possessions is worse than not saying “please” when asking for something • By age 4, children generally believe that moral violations are wrong even if adults do not say that they are wrong – Not true for social-conventional violations • Piaget underestimated young children’s ability to reason about different kinds of rules Early Development of Conscience – Conscience: • An internal regulatory mechanism that increases the individual’s ability to conform with standards of conduct accepted in his/her culture – Feelings of guilt when one violates standards • In young children, reflects mainly parental values • Restrains antisocial behavior and promotes compliance with adult rules in the absence of external control • By age 2, many toddlers start to show an understanding of rules and begin to show signs of distress when they violate a rule – Sometimes try to correct mistakes or follow rules even when no one else is present to tell them to Factors Influencing Conscience Development • Discipline that emphasizes explanations is related to children’s understanding and acceptance of parents’ values (internalization) • Positive parent-child relationships are also related to children’s acceptance of parents’ values (internalization) – Positive= High parental responsiveness/sensitivity and affection/warmth • Children may be more open to parents’ attempts to communicate values because they have a positive relationship with them